The Preferences of the Students to Select the Seating Position in the Architecture Design Studios

Year 2021, Volume: 5 Issue: 2, 105 - 120, 31.10.2021

Rahman Tafahomi

https://doi.org/10.32433/eje.940783

Cited By: 4

Abstract

Both seating arrangement and position have been one the problematic topic in educational studies, particularly in higher education. There is a large body of studies on the seating arrangement; however, an architectural design studio is specialized in different activities and interaction that challenges the classical form of arrangement. For this reason, the students arrange, rearrange, and disarrange the seating arrangement and position in the studio. This study aimed to investigate the relationship between the viewpoints of the students with seating arrangement positions to find out the students’ preferences to select seating positions. Both quantitative and qualitative methods were applied to analyze data. The Likert questionnaire with fifteen criteria analyzed variables through chi-square, mode, and the graphical analysis illustrated important aspects of the seating arrangements in the department of architecture, the University of Rwanda. The findings addressed that students preferred to use a U-shaped classroom and studio and five statistical criteria supported the association between the viewpoint of students and seating arrangement including the trend to personalize the position, to teamwork activity, to sit close lecturers, to enhance their position. Although other criteria statistically did not associate with the seating arrangement, the cross-tabulation table address that the rear seats in the studio were more preferable for students due to the visual corridor to the front, monitoring, and eye contact.

Keywords

Architectural design studio, seating arrangement, seating position, preference of the students, viewpoint of the students.

References

• Altman, I., & Chemers, M. M. (1984). Culture and environment. California: CUP Archive.
• Armstrong, N., & Chang, S. (2007). Location, location, location. Journal of College Science Teaching, 37(2).
• Atherton, J. S. (2005). Teaching in learning: Physical layout. Retrieved from http://www.learningandteaching.info/teaching/layout.htm
• Ayikwei, T. A. (2016). Effects of classroom seating arrangements on memory recall. International Journal of Academic Research in Education and Review, 4(5), 127-142.
• Bakare, T. V. (2012). Effect of seating arrangement on methodology in adult education classes in Lagos, Nigeria: Implication for knowledge creation and capacity building. Journal of Educational Review, 5(3), 307-314.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
• Barrett, P., & Zhang, Y. (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Environment, 59(12), 678-689.
• Beckers, R., Voordt, T. v., & Dewulf, G. (2016). Why do they study there? Diary research into students’ learning space choices in higher education. Higher Education Research & Development, New frontiers: exploring the space/s of higher education, 35(1), 142-157. doi:10.1080/07294360.2015.1123230
• Bicard, D. F., Ervin, A., Bicard, S. C., & Baylot, C. L. (2012). Differential effects of seating arrangement on disruptive behavior of fifty grade students during independent seatwork. Journal of Applied Behavior Analysis, 45, 407-411.
• Black, S. (2007). Achievement by design. American School Board Journal, 194(10), 39-41.
• Bonus, M., & Riordan, L. (1998). Increasing on-task behavior through the use of specific seating arrangements. Resources in Education, 4, 122-165.
• Bradova, J. (2012). Action zone theory and classroom communication in Czech elementary schools. European Conference on Education Research, (pp. 17-21). Cadiz.
• Burda, J. M., & Brooks, C. I. (1996). College classroom seating position and changes in achievement motivation over a semester. Psychology Report, 78, 331-336.
• Burke, M. A., & Sass, T. R. (2013). Classroom peer effects and student achievement. Journal of Labor Economics, 31, 51–82. doi:10.1086/666653.
• Callahan, J. L. (2004). Effects of different seating arrangements in higher education computer lab classrooms on student learning, teaching style, and classroom appraisal. Florida: University of Florida.
• Cheryan, S., Ziegler, S., Plaut, V. C., & Meltzoff1, A. N. (2014). Designing classrooms to maximize student achievement. Policy Insights from the Behavioral and Brain Sciences, 1(1), 4-12.
• Cinar, D. (2010). Classroom geography: Who sits where in the traditional classroom? Journal of International Social Research, 3(10), 200-212.
• Daly , J. A., & Suite, A. (1981). Classroom seating choice and teacher perceptions of students. The Journal of Experimental Education, 50(2), 64-69. doi:10.1080/00220973.1981.11011803
• Davenport, W. D., Brooker, G., & Munro, N. (1971). Factors in social perception: seating position. Perceptual and Motor Skills, 33, 747-752.
• Doctoroff, S. (2001). Adapting the physical environment to meet the needs of all young children for play. Early Childhood Education Journal, 29(2), 105-110.
• Downer, J. T., Kaufman, R. S., & Pianta, R. C. (2007). How do classroom conditions and children’s risk for school problems contribute to children’s behavioral engagement in learning? School Psychology Review, 6(3), 413–432.
• Dunn, R. S., & Dunn, K. J. (1979). Learning styles/teaching styles: Should they ... Can they ... Be matched? Educational Leadership, 36(4), 238-244.
• Eugene, H. J., & Melaine, K. C. (2013). Classroom seating considerations for 21st-century students and faculty. Journal of Learning Spaces, 2(1), 1-13.
• Fernandes, A. C., & Huang, J. (2012). Chinese teacher perceptions of the impact of classroom seating arrangements on student participation. International Journal of Applied Educational Studies, 13(1), 49-67.
• Fernandes, A. C., Huang, H., & Rinaldo, V. (2011). Does where a student sits really matter? The impact of seating locations on student classroom learning. International Journal of Applied Educational Studies, 10(1), 66-77.
• Frey, B. B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluation. New York: SAGE.
• Gest, S. D., & Rodkin, P. C. (2011). Teaching practices and elementary classroom peer ecologies. Journal of Applied Developmental Psychology, 32, 288–296. doi:10.1016/j.appdev.2011.02.004
• Gifford, R. (2002). Environmental psychology: Principles & practice. Colville, WA: Optimal Books.
• Gillies, R. M. (2003). The behaviors, interactions, and perceptions of junior high school students during small-group learning. Journal of educational psychology, 95(1), 137-147.
• Graumann, C. F. (2002). The phenomenological approach to people-environment studies. In R. B. Bechtel, & A. Churchman, Handbook of environmental psychology (pp. 95-113). New York: John Wiley & Sons, Inc.
• Gremmen, M. C., VandenBerg, Y. H., Segers, E., & Cillessen, A. H. (2016). Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs. Soc Psychol Educ, 19, 749–774. DOI 10.1007/s11218-016-9353-y
• Groat, L., & Wang, D. (2002). Architectural research methods. New York: John Wiley & Sons INC.
• Guardino, C. A., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. Teaching Exceptional Children, 42(6), 8-13.
• Gump, P. V. (1987). School and classroom environments. In D. Stokols , & I. Altman (Eds.), Handbook of environmental psychology (pp. 691–732). New York: Wiley Ink.
• Haghighi, M. M., & Jusan, M. M. (2012). Exploring students behavior on seating arrangements in learning environment: A review. Procedia - Social and Behavioral Sciences, 36, 287-294.
• Harvey, E. J., & Kenyon, M. C. (2013). Classroom seating considerations for 21st century students and faculty. Journal of Learning Spaces, 2(1), 1-13.
• Hemyari, C., Zomorodian, K., Ahrari, I., Tavana, S., Parva, M., Pakshir, K., . . . Sahraian, A. (2013). The mutual impact of personality traits on seating preference and educational achievement. European Journal of Psychological Education, 28, 863–877.
• Hilal, S. U. (2014). Effects of different seating arrangements n learning experience: The case of medium sized lecture settings in Bilkent University. Ankara: İhsan Doğramacı Bilkent University.
• Hue, M.-T., & Shing, L. W. (2008). Classroom management: creating a positive learning environment. Hong Kong: Hong Kong University Press.
• Infantino, J., & Little, E. (2005). Students’ perceptions of classroom behavior problems and the effectiveness of different disciplinary methods. Educational Psychology, an International Journal of Experimental Educational Psychology, 25.
• Jones, G. (1990). Action zone theory, target students and science classroom interaction. Journal of Research in Science Teaching, 27(7), 651-650.
• Joshi, A., Kale, S., Chandel, S., & Pal, D. K. (2015). Likert scale: Explored and explained. British Journal of Applied Science & Technology, 7(4), 396-403.
• Kalinowski, S., & Taper, M. (2007). The effects of seat location on exam grades and student perceptions in an introductory biology class. Journal of College Science Teaching, 36(4), 54-57.
• Kaya, N., & Burgess, B. (2007). Territoriality: seat preferences in different types of Classroom Environment 41 classroom arrangements. Environment and Behavior, 39, 859-861.
• Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning & Education, 4(2), 193-212.
• Kregenow, J. M., Rogers, M., & Price, M. F. (2011). Is there a “back” of the room when the teacher is in the middle? Journal of College Science Teaching, 20(6), 45-51.
• Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language, 23, 102–128.
• Lippman, P. C. (2010 ). Can the physical environment have an impact on the learning environment? OECD, CELE Exchange, 1-7.
• Manfre, E. (1976). Classroom design – USMES teacher resource book. Newton, MA: Educational Development Centre.
• Martin, B. M. (2006). Disruptive behavior in schools. Educational Journal, 92, 33-35.
• Marx, A., Fuhrer, U., & Hartig, T. (2000). Effects of classroom seating arrangements on children's question-asking. Learning Environments Research, 2(3), 249-263.
• McKeown, S., Stringer, M., & Cairns, E. (2015). Classroom segregation: Where do students sit and how is this related to group relations? British Educational Research Journal, 42(1), 40–55. doi:10.1002/berj.3200.
• Meeks, M. D., Knotts, T. L., James, K. D., Williams, F., Vassar, J. A., & Wren, A. O. (2013). The impact of seating location and seating type on student performance. Education Science, 3, 375-386.
• Parker, T., Hoopes, O., & Eggett, D. (2011). The effect of seat location and movement or permanence on student-initiated participation. College Teaching, 59(2), 79-84.
• Pedersen, D. M. (1994). Personality and classroom seating. Perceptual and Motor Skills, 78(33), 1355-1360.
• Pederson, D. M., Polson, D. M., & Hintze, W. J. (1987). Perceived personality traits associated with classroom seat selection. Motor Skill, 64, 1287-1300.
• Perkins, K. K., & Wieman, C. E. (2005). The surprising impact of seat location on student performance. Physics Teacher, 43, 30-33.
• Rosenfield, P., Lambert, N. L., & Black, A. (1985). Desk arrangement effects on pupil classroom behavior. Journal of Educational Psychology, 77(1), 101-108. DOI: 0022-0663/85/S00.75
• Rosenthal, P., Lambert, N. M., & Black, A. (1985). Desk arrangement effects on pupil classroom behavior. Journal of Educational Psychology, 77(1), 101-108.
• Salend , S. J., & Sylvestre, S. (2005). Understanding and addressing oppositional and defiant classroom behaviors. Teaching Exceptional Children, 37(6), 32-39.
• Salkind, N. J. (2008). Encyclopedia of educational psychology. London: SAGE Publications Ltd.
• Scrivener, J. (2005). Learning teaching: A guidebook for English language teachers. London: Macmillan.
• Siegel, C. (2005). Implementing a research-based model of cooperative learning. The journal of educational research, 98(6), 339-349.
• Simmons, K., Carpenter, L., Crenshaw, S., & Hinton, V. M. (2015). Exploration of classroom seating arrangement and student behavior in a second grade classroom. Georgia Educational Researcher, 12(1), 51-68.
• Steinzor, B. (1950). The spatial factor in face to face discussion groups. Journal of Abnormal & Social Psychology, 45(3), 552-557.
• Tafahomi, R. (2020). Educational outcome of students’ group-table arrangement for collaboration in architectural thesis studio. LWATI: A Journal of Contemporary Research, 17(2), 22-46.
• Tafahomi, R. (2021). Application of physical and nonphysical elements in the conservation of historic core of city. South African Journal of Geomatics, 10(1), 75-86. doi:10.4314/sajg.v10i1.6
• Tafahomi, R. (2021). Qualities of the green landscape in primary schools, deficiencies and opportunities for health of the pupils. J. Fundam. Appl . Sci, 13(2), 1093 -1116. doi:10.43 14/jfas.v13i2.25
• Tafahomi, R., & Nadi, R. (2016). Dehistoricisation the urban landscape through transition of the enclosure ratio in urban fabric of Gonabad city in Iran. Journal of Architecture Engineering Technology, Volume 5(Issue 2). doi:10.4172/2168-9717.1000162
• Tafahomi, R., & Nadi, R. (2020). Derivation of a design solution for the conservation of a historical Payab in the redevelopment of Doloeei, Gonabad. International Journal of Built Environment and Sustainability, 7(1), 1-9. doi:10.11113/ijbes.v7.n1.407
• Tanner, C. K. (2009). Effects of school design on student outcomes. Journal of Educational Administration, 47(3), 380-389.
• Taylor, A., & Vlastos, G. (2009). Linking architecture and education: Sustainable design for learning environments. Albuquerque: University of New Mexico Press.
• Totusek, P. F., & Staton-Spicer, A. Q. (1982). Classroom seating preference as a function of student personality. The Journal of Experimental Education, 50(3), 159-163.
• Totusek, P., & Spicer, S. J. (1982). Classroom seating preference as a function of student personality. Journal of Expert Educator, 50, 159–163.
• Van den Berg, Y. H., & Cillessen, A. H. (2015). Peer status and classroom seating arrangements: A social relationship analysis. Journal of Experimental Child Psychology, 130(2), 19-34.
• Vander Schee, B. A. (2011). Marketing classroom spaces: Is it really better at the front? Marketing Education Review, 21(3), 201-210.
• Wannarka, R., & Ruhl, K. (2008). Seating arrangements that promote positive academic and behavioral outcomes: a review of empirical research. Support for Learning, 23(2), 89-93.
• Wasnock, D. P. (2010). Classroom environment: Emphasis on seating arrangement. Mathematical and Computing Sciences Masters. Retrieved from http://fisherpub.sjfc.edu/mathcs_etd_masters/17
• Weinstein, C. S. (1979). The physical environment of the school: a review of the literature. Review of Educational Research, 49(4), 577-610.
• Weinstein, C. S. (1992). Designing the instructional environment: focus on seating. Resources in Education, 855.
• Wheldoll, K., & Brodd, L. (2010). Classroom seating arrangement and classroom behaviors. In K. Wheldall (Ed.), Developments in educational psychology (pp. 181-195). London: Routledge.
• Wiles, W. J. (1978). Reassessing personal space in the classroom. Southern Journal of Educational Research, 12(2), 111-114.
• Wilkerson, A., Donohue, A., & Davis, B. (2015). Designing for the active classroom. LD+A, 59-64.
• Williams, M., & Robert, L. B. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.
• Xi, L., Yuan, Z., YunQui, B., & Chiang, F.-K. (2017). An investigation of university students’ classroom seating choices. Journal of Learning Spaces, 6(3), 13-22.
• Yang, Z., Becerik-Gerber, B., & Mino, L. (2013). A study on student perceptions of higher education classrooms: Impact of classroom attributes on student satisfaction and performance. Building & Environment, 70(15), 171-188.
• Zandvliet, D. B., & Straker, L. M. (2001). Physical and psychosocial aspects of the learning environment in information technology rich classrooms. Ergonomics. doi:10.1080/00140130117116
• Zomorodian, K., Parva, M., Ahrari, I., Tavana, S., Hemyari, C., Pakshir, K., & Sahraian, A. (2012). The effect of seating preferences of the medical students on educational achievement. Medical Education Online, 17, 1-7.